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A Discipline-Based Teaching and Learning CenterAcculturation of New Faculty Members

A Discipline-Based Teaching and Learning Center: Acculturation of New Faculty Members [New faculty members come to their jobs with diverse backgrounds and experiences, but typically little formal preparation for teaching. They often have a wide variety of concerns, such as limited teaching experience and effectively managing their time given their multiple responsibilities. Based on a longitudinal study that included pre- and post-interviews with new faculty members, the Teaching and Learning Center (TLC) has tailored many professional development activities to meet the special needs of new faculty members. Through these activities, new faculty members are integrated into the departmental community and learn the skills they need to be more effective instructors. In this chapter, we provide an overview of the preparation and work context of new faculty members, elaborate on the findings from our longitudinal study, and describe our professional development program for new faculty members.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Discipline-Based Teaching and Learning CenterAcculturation of New Faculty Members

Marbach-Ad, Gili; Egan, Laura C.; Thompson, Katerina V.
Springer Journals — Feb 2, 2015
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Publisher
Springer International Publishing
Copyright
© Springer International Publishing Switzerland 2015
ISBN
978-3-319-01651-1
Pages
55 –87
DOI
10.1007/978-3-319-01652-8_3
Publisher site
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Abstract

[New faculty members come to their jobs with diverse backgrounds and experiences, but typically little formal preparation for teaching. They often have a wide variety of concerns, such as limited teaching experience and effectively managing their time given their multiple responsibilities. Based on a longitudinal study that included pre- and post-interviews with new faculty members, the Teaching and Learning Center (TLC) has tailored many professional development activities to meet the special needs of new faculty members. Through these activities, new faculty members are integrated into the departmental community and learn the skills they need to be more effective instructors. In this chapter, we provide an overview of the preparation and work context of new faculty members, elaborate on the findings from our longitudinal study, and describe our professional development program for new faculty members.]

Published: Feb 2, 2015

Keywords: Professional Development; Faculty Member; Pedagogical Content Knowledge; Professional Development Program; Teaching Responsibility

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